Managing Student Behavior in Middle School Special Education Classrooms: A Single-Subject Study of CW-FIT.
Teachers have the responsibility of managing student classroom behavior. The positive effects of evidence-based classroom management methods, like Class-Wide Function-related Intervention Teams (CW-FIT), have been demonstrated in a variety of settings; however, research on the efficacy of CW-FIT in...
| Publicado en: | Remedial & Special Education Vol. 46; no. 3; pp. 205 - 219 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Jun2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=185137220&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 185137220 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 07419325 RSE jtl: Remedial & Special Education issn: 07419325 maglogo: Y pubinfo: dt: Jun2025 vid: 46 iid: 3 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 185137220 176826635 185137220 185137220 10.1177/07419325241247345 185137220 ppf: 205 ppct: 14 formats: tig: atl: Managing Student Behavior in Middle School Special Education Classrooms: A Single-Subject Study of CW-FIT. aug: au: Johnson, Kelsey A. Caldarella, Paul Wills, Howard P. Hansen, Blake D. Richards, Erika J. affil: Brigham Young University, Provo, UT, USA sug: subj: Students, Middle School Psychosocial Factors Education, Special United States Learning Environment Child Behavior Evaluation Teachers Psychosocial Factors Contingency Management Methods United States Human Male Female Checklists Descriptive Statistics Reward Group Processes Funding Source Male Female ab: Teachers have the responsibility of managing student classroom behavior. The positive effects of evidence-based classroom management methods, like Class-Wide Function-related Intervention Teams (CW-FIT), have been demonstrated in a variety of settings; however, research on the efficacy of CW-FIT in special education classrooms is scarce. The purpose of this study was to determine the effectiveness of CW-FIT in two middle school special education math classrooms in the U.S. state of Utah. Teachers implemented CW-FIT by instructing students in classroom behavior expectations and using a group contingency involving the use of teams, a timer, praise, points, and group rewards. One teacher alternated between using an audible and inaudible timer, while the other used an audible timer. There was an increase in student on-task behavior and teacher praise when CW-FIT was implemented, with no significant difference in outcomes between conditions with an audible versus inaudible timer. Teachers and students indicated that they found the intervention to be socially valid. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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